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Shoshani A. The roots of compassion in early childhood: Relationships between theory of mind and attachment representations with empathic concern and prosocial behavior. J Exp Child Psychol 2024; 242:105880. [PMID: 38368743 DOI: 10.1016/j.jecp.2024.105880] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Revised: 01/15/2024] [Accepted: 01/20/2024] [Indexed: 02/20/2024]
Abstract
This study focused on attachment representations and theory of mind as potential developmental origins of individual differences in preschoolers' peer- and adult-directed empathic concern and prosocial behavior. In two experiments, 3- to 6-year-olds were exposed to either a high-distressed or low-distressed adult or child using a laboratory setting (Experiment 1; N = 263) or hypothetical vignettes (Experiment 2; N = 202). Self-reported and coded expressions of empathic concern and prosocial behaviors were used as early indicators of compassion. The findings indicated that children expressed more empathic concern and engaged in more prosocial behavior in the high-distress condition than in the low-distress condition. Children's empathic concern and prosocial behavior increased with age. Secure attachment and theory of mind abilities played significant moderating roles in the association between distress conditions and empathic concern. Children with more advanced theory of mind abilities and secure attachment were better at recognizing the concerns of distressed peers or adults and showed significantly more empathic concern. Resistant and disorganized children exhibited more self-distress in response to others' distress. The implications for early interventions directed at increasing empathic concern and prosocial behavior are discussed.
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Affiliation(s)
- Anat Shoshani
- Baruch Ivcher School of Psychology, Reichman University (IDC Herzliya), Herzliya 46150, Israel.
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Matheson EL, Schneider J, Tinoco A, Gentili C, Silva-Breen H, LaVoi NM, White P, Diedrichs PC. The co-creation, initial piloting, and protocol for a cluster randomised controlled trial of a coach-led positive body image intervention for girls in sport. BMC Public Health 2023; 23:1467. [PMID: 37525161 PMCID: PMC10391850 DOI: 10.1186/s12889-023-16360-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Accepted: 07/20/2023] [Indexed: 08/02/2023] Open
Abstract
BACKGROUND Globally, girls disengage from sports at an earlier age and higher rate than boys. This is, in part, due to the unique body image challenges that girls face, relative to their male peers. Existing intervention efforts that aim to reduce girls' negative body image and movement experiences have proven marginally effective, if not ineffective. This paper outlines the co-creation, initial piloting and protocol for a cluster randomised controlled trial of Body Confident Athletes (BCA); an in-person, coach-led intervention that aims to foster positive body image and sports enjoyment among girls. METHODS Following co-creation and an initial pilot, a two-armed cluster randomised controlled trial will assess the immediate (post-intervention) and short-term (1-month and 3-month follow-up) impact of BCA on girls' (N = 1,036; 11-17 years old) body image, sports enjoyment, and affect. Sport organisations will be randomly allocated (1:1) into either an intervention or waitlist control condition. Girls and coaches in the intervention condition will complete three 60-minute sessions over three consecutive weeks. The primary outcome will be the immediate change in girls' body esteem, with secondary outcomes assessing the immediate and short-term changes in girls' body appreciation, self-objectification, attuned self-care, sports enjoyment, and affect. DISCUSSION This research is the first to utilise an international multi-stakeholder partnership to co-create and evaluate an intervention that addresses the intersection of girls' body image and sport experiences. The theoretical and methodological considerations of this research have led to a feasible intervention and trial protocol, and if proven effective, BCA may assist in reducing the global gender disparity in sports participation. TRIAL REGISTRATION NUMBER NCT05594524 , registered 25th October 2022.
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Affiliation(s)
- E L Matheson
- Centre for Appearance Research, School of Social Sciences, College of Health, Science and Society, University of the West of England, Coldharbour Lane, Bristol, BS16 1QY, UK.
| | - J Schneider
- Centre for Appearance Research, School of Social Sciences, College of Health, Science and Society, University of the West of England, Coldharbour Lane, Bristol, BS16 1QY, UK
| | - A Tinoco
- Centre for Appearance Research, School of Social Sciences, College of Health, Science and Society, University of the West of England, Coldharbour Lane, Bristol, BS16 1QY, UK
| | - C Gentili
- Centre for Appearance Research, School of Social Sciences, College of Health, Science and Society, University of the West of England, Coldharbour Lane, Bristol, BS16 1QY, UK
| | - H Silva-Breen
- Department of Sport, Exercise, and Performance Psychology, West Virginia University, Morgantown, WV, 26506, USA
| | - N M LaVoi
- Tucker Center for Research on Girls & Women in Sport, University of Minnesota, 1900 University Avenue SE, Minneapolis, MN, 55455, USA
| | - P White
- Centre for Appearance Research, School of Social Sciences, College of Health, Science and Society, University of the West of England, Coldharbour Lane, Bristol, BS16 1QY, UK
| | - P C Diedrichs
- Centre for Appearance Research, School of Social Sciences, College of Health, Science and Society, University of the West of England, Coldharbour Lane, Bristol, BS16 1QY, UK
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Chan GH, Lo TW, Fung JSC. Use of theatresports to promote positive education among youth participants. BMC Public Health 2023; 23:913. [PMID: 37208646 DOI: 10.1186/s12889-023-15825-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 05/05/2023] [Indexed: 05/21/2023] Open
Abstract
BACKGROUND Due to the scarcity of research on the benefits of theatresports for youth, this study examined the outcomes of theatresports as a means to implement positive education in youth work settings. METHODS To this end, qualitative research was conducted with 92 participants in a theatresports program. Thematic analysis was applied to analyze the participants' experiences of the program, using the framework of positive education. RESULTS Results showed that the processes and practices of the theatresports program helped the participants achieved well-being in terms of various domains namely positive emotions, positive health, positive relationships, positive engagement, positive accomplishment, and positive meaning. These capabilities and qualities acquired helped them achieve well-being, and the learning acquired from the program could even be applied to daily life situations and deal with the challenges. CONCLUSIONS This shows that the theatresports program manifests the benefits of positive education. Corresponding implications were discussed.
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Affiliation(s)
- Gloria Hongyee Chan
- Department of Social and Behavioral Sciences, City University of Hong Kong, Kowloon Tong, Hong Kong.
| | - T Wing Lo
- Research and Technology, Caritas Institute of Higher Education, Tsueng Kwan O, Hong Kong
| | - Johnny S C Fung
- Department of Social and Behavioral Sciences, City University of Hong Kong, Kowloon Tong, Hong Kong
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From virtual to prosocial reality: The effects of prosocial virtual reality games on preschool Children's prosocial tendencies in real life environments. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2022.107546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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5
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Ye JH, Wu YT, Wu YF, Chen MY, Ye JN. Effects of Short Video Addiction on the Motivation and Well-Being of Chinese Vocational College Students. Front Public Health 2022; 10:847672. [PMID: 35619803 PMCID: PMC9127725 DOI: 10.3389/fpubh.2022.847672] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 02/02/2022] [Indexed: 11/13/2022] Open
Abstract
While media use can be beneficial in some ways, excessive use of media has led to growing concerns about its potential negative consequences. With the popularity of Chinese video applications (apps) such as DouYin, TikTok, Kwai, and other short video apps sweeping through schools around the world. Due to the diversity and immersion principle of short videos, their popularity continues to grow, and the phenomenon of students being addicted to short videos also brings many hidden dangers to the learning effect. Among other things, the problem of excessive use of the Internet among Chinese youth has led the government to propose a series of control policies to strengthen the monitoring of harmful habits of youth in the use of online applications. In addition, the problem of youth addiction to short videos has become a major concern for education experts and the general public, thus demonstrating that short video addiction is indeed an ongoing research issue. Therefore, this study aimed to understand the causes of short-form video addiction and its impact on the psychology of learning, and to investigate the relationship between short-form video flow experience, short-form video addiction, intrinsic and extrinsic learning motivation, and learning well-being from the perspectives of flow experience theory and micro ecological systems. The questionnaire was sent via instant messaging software such as QQ and WeChat, and university students from vocational colleges in China were invited to complete the questionnaire. A total of 517 valid data were collected, including 222 (42.9%) were male students and 295 (57.1%) were female students. The collected questionnaires were analyzed for reliability and validity after removing incomplete data, followed by structural equation modeling for model verification. The findings showed that: (1) short video flow experience had a positive effect on short video addiction; (2) short video addiction had a negative effect on intrinsic and extrinsic learning motivation; (3) intrinsic and extrinsic learning motivation had a positive effect on learning well-being; (4) short video flow experience had an indirect negative effect on intrinsic and extrinsic learning motivation; (5) short video flow and short video addiction had indirect negative effects on learning well-being. According to the results, it is clear that addiction to short videos has a negative impact on learners' learning motivation and positive psychology of learning, so parents and teachers should effectively guide students to use short video apps in a self-controlled way.
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Affiliation(s)
- Jian-Hong Ye
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Yu-Tai Wu
- Office of Physical Education, Soochow University, Taipei City, Taiwan
| | - Yu-Feng Wu
- Office of Physical Education, Ming Chi University of Technology, New Taipei City, Taiwan
| | - Mei-Yen Chen
- Graduate Institute of Sport, Leisure and Hospitality Management, National Taiwan Normal University, Taipei City, Taiwan
| | - Jhen-Ni Ye
- Graduate Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei City, Taiwan
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Zalazar-Jaime MF, Moretti LS, Medrano LA. Contribution of Academic Satisfaction Judgments to Subjective Well-Being. Front Psychol 2022; 13:772346. [PMID: 35668989 PMCID: PMC9163815 DOI: 10.3389/fpsyg.2022.772346] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Accepted: 05/02/2022] [Indexed: 11/13/2022] Open
Abstract
The role of academic satisfaction (AS) on persistence and successful academic behavior has been the focus of research for decades. Nevertheless, driven by positive educational psychology, subjective well-being has been highlighted as another central feature in the academic path of students. Studies aimed at identifying the variables that contribute to explain different aspects of academic performance have been widely investigated, although studies aimed at identifying the determinants of subjective well-being are still limited. The present paper examined the contribution of AS judgments on subjective well-being (SWB). To this end, it was hypothesized that SWB levels depend on the balance between positive/negative emotions and life satisfaction judgments. Furthermore, it was stipulated that AS has an indirect contribution on SWB, through life satisfaction, whereas the balance of emotions influences both AS judgments and life satisfaction. Using an analysis strategy based on structural equation modeling, the results indicated that the model fitted satisfactorily, explaining 32% of the variance of SWB. Particularly, it was observed that AS judgments contributed to life satisfaction judgments (β = 0.34). Although no direct contribution of AS on SWB was reported, a total contribution partially mediated by life satisfaction judgments was revealed (total β = 0.19). These findings support the importance of academic satisfaction judgments, not only because of their importance in academic terms, but also because of their impact on university students’ subjective well-being and health.
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Affiliation(s)
- Mauricio F. Zalazar-Jaime
- Secretaría de Investigación, Universidad Siglo 21, Córdoba, Argentina
- *Correspondence: Mauricio F. Zalazar-Jaime,
| | - Luciana S. Moretti
- Secretaría de Investigación, Universidad Siglo 21, Córdoba, Argentina
- Departamento de Psicología, Pontificia Universidad Católica Madre y Maestra, Santiago de los Caballeros, Dominican Republic
| | - Leonardo A. Medrano
- Secretaría de Investigación, Universidad Siglo 21, Córdoba, Argentina
- Departamento de Psicología, Pontificia Universidad Católica Madre y Maestra, Santiago de los Caballeros, Dominican Republic
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Lambert L, Joshanloo M, Marquez JM, Cody B, Arora T, Warren M, Aguilar L, Samways M, Teasel S. Boosting Student Wellbeing Despite a Pandemic: Positive Psychology Interventions and the Impact of Sleep in the United Arab Emirates. INTERNATIONAL JOURNAL OF APPLIED POSITIVE PSYCHOLOGY 2022; 7:271-300. [PMID: 35600501 PMCID: PMC9112268 DOI: 10.1007/s41042-022-00066-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 05/05/2022] [Indexed: 11/29/2022]
Abstract
Positive psychology interventions hold great promise as schools around the world look to increase the wellbeing of young people. To reach this aim, a program was developed to generate positive emotions, as well as improve life satisfaction, mental toughness and perceptions of school kindness in 538 expatriate students in Dubai, United Arab Emirates. Starting in September 2019, the program included a range of positive psychology interventions such as gratitude, acts of kindness and mental contrasting as examples. Life satisfaction and mental toughness at mid-year were sustained or grew by the end of the year. Positive affect, emotional wellbeing and social wellbeing increased at post-intervention 1, compared to baseline. However, this improvement reverted to baseline levels at post-intervention 2, when data were collected during the COVID-19 pandemic. Only psychological wellbeing, negative affect, perceptions of control, and school kindness were increased at post-intervention 2. During the lockdown, students moved less, but slept and scrolled more. Those who extended their sleep duration reported greater wellbeing. Boosting wellbeing through the use of positive psychology interventions works – even in a pandemic – and extended sleep duration appears to be a driving factor for this observation.
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Affiliation(s)
- L. Lambert
- Middle East Journal of Positive Psychology, Canadian University Dubai, Dubai, United Arab Emirates
| | - M. Joshanloo
- Department of Psychology, Keimyung University, Daegu, South Korea
| | - J. M. Marquez
- Faculty of Education, University of Cambridge, Cambridge, UK
| | - B. Cody
- United Arab Emirates University, Box 15551, Al Ain, United Arab Emirates
| | - T. Arora
- College of Natural and Health Sciences, Department of Psychology, Zayed University, Abu Dhabi, United Arab Emirates
| | - M. Warren
- Western Washington University, Bellingham, WA USA
| | - L. Aguilar
- Western Washington University, Bellingham, WA USA
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Blackwell CK, Kallen MA, Lai JS, Bevans KB, Wakschlag LS, Cella D. Measuring PROMIS® Well-Being in Early Childhood. J Pediatr Psychol 2022; 47:559-572. [PMID: 35552437 PMCID: PMC9308391 DOI: 10.1093/jpepsy/jsac030] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Revised: 03/04/2022] [Accepted: 03/04/2022] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE Expand the current Patient-Reported Outcome Measurement Information System (PROMIS®) well-being measures to early childhood (1-5 years) using best practices from PROMIS and developmental science. METHODS Qualitative methods included expert input, literature and measure review, and parent interviews to confirm measure frameworks, item understandability, and developmental appropriateness. Quantitative methods included two waves of field testing and item response theory (IRT)-based psychometric evaluation of reliability and validity, as well as IRT centering and item calibration. Correlational analyses with other PROMIS Early Childhood (EC) Parent Report measures and known-group differences analyses by health status were conducted to evaluate construct validity. All measures were normed to the general U.S. population. RESULTS Qualitative results suggested three primary early childhood well-being domains: Positive Affect, Engagement, and Self-Regulation. Quantitative results revealed a unidimensional factor structure for Positive Affect and multidimensional factor structures for Engagement and Self-Regulation, both of which had two factors accounting for >10% of modeled variance reflecting unique unidimensional domains. This resulted in five final PROMIS EC well-being measures: Positive Affect, Engagement-Curiosity, Engagement-Persistence, Self-Regulation-Flexibility, and Self-Regulation-Frustration Tolerance. Correlations and known-groups differences analyses showed robust construct validity across a range of chronic health conditions. CONCLUSIONS The new PROMIS EC Parent Report well-being measures offer clinicians and researchers a brief, efficient, and precise way to evaluate young children's well-being. All five measures include only positively valanced item content, which pushes the field to evaluate the presence of children's positive assets rather than the absence of problems.
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Affiliation(s)
- Courtney K Blackwell
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine and Institute for Innovations in Developmental Sciences (DevSci), USA
| | - Michael A Kallen
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine and Institute for Innovations in Developmental Sciences (DevSci), USA
| | - Jin-Shei Lai
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine and Institute for Innovations in Developmental Sciences (DevSci), USA
| | - Katherine B Bevans
- Janssen Pharmaceutical Companies of Johnson & Johnson, Global Commercial Strategy Organization, USA
| | - Lauren S Wakschlag
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine and Institute for Innovations in Developmental Sciences (DevSci), USA
| | - David Cella
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine and Institute for Innovations in Developmental Sciences (DevSci), USA
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Yu T, Xu J, Jiang Y, Hua H, Zhou Y, Guo X. School educational models and child mental health among K-12 students: a scoping review. Child Adolesc Psychiatry Ment Health 2022; 16:32. [PMID: 35477408 PMCID: PMC9047301 DOI: 10.1186/s13034-022-00469-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Accepted: 04/11/2022] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. METHODS This scoping review followed the framework of Arksey and O'Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. RESULTS/FINDINGS After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. CONCLUSIONS The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.
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Affiliation(s)
- Ting Yu
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China
| | - Jian Xu
- The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030, China.
| | - Yining Jiang
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China
| | - Hui Hua
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China
| | - Yulai Zhou
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China
| | - Xiangrong Guo
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China ,grid.16821.3c0000 0004 0368 8293MOE-Shanghai Key Laboratory of Children’s Environmental Health, Department of Child and Adolescent Healthcare, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092 China
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Carmona-Halty M, Marín-Gutierrez M, Mena-Chamorro P, Sepulveda-Páez G, Ferrer-Urbina R. Flourishing Scale: Adaptation and Evidence of Validity in a Chilean High School Context. Front Psychol 2022; 13:795452. [PMID: 35432075 PMCID: PMC9008332 DOI: 10.3389/fpsyg.2022.795452] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Accepted: 02/21/2022] [Indexed: 11/18/2022] Open
Abstract
This study aimed to adapt the Flourishing Scale to a Chilean high school context and provide evidence of its validity. Data were collected from 1,348 students (52% girls) from three different Chilean schools. The results of confirmatory factor analysis (CFA) supported a one–factor solution, multiple–group CFA supported gender invariance, and structural equation model indicated that the FS is related to positive and negative academic feelings. Overall, the evidence indicates that the Flourishing Scale adapted to the high school context is an instrument that produces valid and reliable scores in our high school Chilean sample.
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Liu WY, Tung TH, Zhou Y, Gu DT, Chen HY. The Relationship Between Knowledge, Attitude, Practice, and Fall Prevention for Childhood in Shanghai, China. Front Public Health 2022; 10:848122. [PMID: 35359797 PMCID: PMC8963735 DOI: 10.3389/fpubh.2022.848122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 01/25/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundEarly childhood fall is a pressing global public health problem and one of the leading causes of child injury. China has a high proportion of children and a high burden of illness from falls. Therefore, educational interventions to prevent childhood fall would be beneficial.MethodsWe used the outcome of knowledge, attitude and practice questionnaire, which was conducted by Pudong New District of Shanghai Municipal Government, to summarize demographic and baseline characteristics grouped by intervention or not, and analyzed descriptive statistics of continuous and categorical variables. A logistic stepwise function model was established to study the influence of different covariables on the degree of injury, and AIC/BIC/AICC was used to select the optimal model. Finally, we carried out single-factor analysis and established a multifactor model by the stepwise function method.ResultsAttitude and actual behavior scores had significant differences. The intervention and control groups had 20.79 ± 3.20 and 20.39 ± 2.89 attitude scores, respectively. Compared to the control group (5.97 ± 1.32), the intervention group had higher actual behavior scores (5.75 ± 1.50). In the univariate analysis results, fathers' education level, mothers' education level, actual behavior and what cares for children had a significant influence on whether children got injured. In multivariate analysis, attitude had a positive influence on whether injured [odds ratio: 1.13 (1.05–1.21), P < 0.001].ConclusionEducational intervention for children and their guardians can effectively reduce the risk of childhood falls, and changes in behavior and attitude are the result of educational influence. Education of childhood fall prevention can be used as a public health intervention to improve children's health.
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Affiliation(s)
- Wen-Yi Liu
- Department of Health Policy and Management, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, United States
- Shanghai Bluecross Medical Science Institute, Shanghai, China
- Institute for Hospital Management, Tsing Hua University, Shenzhen, China
| | - Tao-Hsin Tung
- Evidence-Based Medicine Center, Taizhou Hospital of Zhejiang Province Affiliated with Wenzhou Medical University, Linhai, China
| | - Yi Zhou
- Science Research and Information Management Section, Shanghai Pudong New Area Center for Disease Control and Prevention, Shanghai, China
- Pudong Institute of Preventive Medicine, Fudan University, Shanghai, China
| | - Dan Tong Gu
- Clinical Research Center, Institute of Otolaryngology, Fudan University Affiliated Eye and ENT Hospital, Shanghai, China
- Dan Tong Gu
| | - Han Yi Chen
- Science Research and Information Management Section, Shanghai Pudong New Area Center for Disease Control and Prevention, Shanghai, China
- Pudong Institute of Preventive Medicine, Fudan University, Shanghai, China
- *Correspondence: Han Yi Chen
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Samavi SA. Editorial: Positive Psychology Studies in Education. Front Psychol 2022; 13:845199. [PMID: 35265022 PMCID: PMC8898935 DOI: 10.3389/fpsyg.2022.845199] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2021] [Accepted: 01/26/2022] [Indexed: 11/13/2022] Open
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Pan S, Ali K, Kahathuduwa C, Baronia R, Ibrahim Y. Meta-Analysis of Positive Psychology Interventions on the Treatment of Depression. Cureus 2022; 14:e21933. [PMID: 35273874 PMCID: PMC8901085 DOI: 10.7759/cureus.21933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/05/2022] [Indexed: 11/05/2022] Open
Abstract
This meta-analysis examined the efficacy of positive psychology interventions (PPIs) in treating depression in 11 articles. PubMed, Web of Science, and Clinical Key were used to identify papers published from 2010 to 2020 that utilized PPIs. Key terms were “positive psychology” and “treatment of depression.” Studies on adults with (a) depressive symptoms or (b) diagnosed clinical depression were included. A random-effects model was used to compare PPIs and control groups on post- vs. pre-intervention differences in depression scores. Data analysis examined Beck Depression Inventory-II (BDI-II), Center for Epidemiologic Studies Depression Scale (CES-D), and Quick Inventory of Depressive Symptomatology-Self-Report (QIDS-SR16) scores. Findings show PPIs are effective in treating depressive symptoms, with significant improvements in depression scores when compared to control groups in all but one study. This was true for both post- vs. pre-intervention (pooled Cohen’s d = −0.44 (−0.77, −0.11)) and follow-up- vs. pre-intervention analyses (pooled Cohen’s d = −0.46 (−1.02, 0.09)). PPIs can improve the accessibility and affordability of depression treatments.
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Malti T, Speidel R. Prosocial cascades: Understanding and nurturing the potential for positive developmental trajectories. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 64:189-216. [PMID: 37080669 DOI: 10.1016/bs.acdb.2022.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Understanding the developmental cycles and mechanisms that nurture prosocial behavior can support our potential to build a kinder and more peaceful society. The current chapter explores positive developmental cascades, with a focus on the chain reactions that explain how prosocial behaviors manifest and evolve throughout childhood and adolescence. Specifically, we review the main issues, theories, and findings related to the study of children's prosocial trajectories. We focus on various socialization environments that span typical and adverse (e.g., trauma, poverty, maltreatment, exposure to violence) contexts. Furthermore, we highlight the evidence behind efforts and initiatives that aim to nurture prosociality in children and families. We conclude with future directions for how research on positive cascades can inform research-practice alliances work that aims to break harmful cycles and promote prosocial mechanisms of change.
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Affiliation(s)
- Tina Malti
- University of Toronto, Toronto, ON, Canada.
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Temizkan E, Köse B, Şahin S. Subjective health and associative social factors in emerging adults with different levels of participation limitations—A cross-sectional study. Br J Occup Ther 2021. [DOI: 10.1177/03080226211049985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Background Participation was shown to be associative with subjective health (SH) in many different populations, including emerging adults. Objectives This study aimed to investigate SH and associative variables in emerging adults with different levels of participation limitations. Methods Healthy university students who were between 18–25 years of age were included. SH was assessed with the visual analog scale. The participants were grouped based on P-Scale. Multiple linear regressions were conducted to determine the associative variables of SH for each P-Scale group. Results A total of 572 participants were included. General health-related quality of life was associated with SH in all P-Scale groups. Other prominent findings of this study showed perception of health, income, and lifestyle were among the most significant associative variables of SH. Conclusion Variables associated with emerging adults’ SH change with their participation restrictions. Therefore, different approaches are needed to improve the subjectively perceived health status of emerging adults.
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Affiliation(s)
- Ege Temizkan
- Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
| | - Barkın Köse
- Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
| | - Sedef Şahin
- Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
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16
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Benoit V, Gabola P. Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:12065. [PMID: 34831827 PMCID: PMC8623229 DOI: 10.3390/ijerph182212065] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Revised: 11/14/2021] [Accepted: 11/15/2021] [Indexed: 11/17/2022]
Abstract
Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of well-being and prevention of mental health problems in the school context in order to foster, through positive psychology, the cognitive and socio-emotional development of primary and secondary students, e.g., by strengthening positive relationships, positive emotions, character strengths, optimism, and hope. However, little is known about the impact of these interventions on young children. This systematic review aims at examining the effects of positive psychology interventions on the well-being of early childhood children (<6 years old), both in the preschool education context with educators or teachers and also in the family context with parents. Several electronic databases were searched, and the findings systematically reviewed and reported by the PRISMA guidelines. Very few studies met the inclusion criteria (n = 3), highlighting the need for further research in this area. Indeed, all of the selected studies demonstrated the importance of positive psychology interventions with young children to promote positive aspects of development, such as gratitude, positive emotions, life satisfaction, accomplishment, positive relationship, or self-esteem. Limitations in the field are discussed.
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Affiliation(s)
- Valérie Benoit
- Department of Special Education, University of Teacher Education, 1014 Lausanne, Switzerland
| | - Piera Gabola
- Department of Development from Childhood to Adulthood, University of Teacher Education, 1014 Lausanne, Switzerland;
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17
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Violant-Holz V, Rodríguez-Silva C, Carol M, Rodríguez MJ. Impact of cocreation training capsules for preschool teachers on children's healthy habits: a pilot study conducted in Barcelona, Spain. BMC Public Health 2021; 21:2089. [PMID: 34774028 PMCID: PMC8590630 DOI: 10.1186/s12889-021-12160-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 11/02/2021] [Indexed: 11/25/2022] Open
Abstract
Background Healthy habits are essential for preschoolers to have a healthy lifestyle. The promotion of these healthy habits from a holistic approach by preschool teachers guarantees a better quality of life and a healthier society. Using cocreation, we designed training for healthy habit promotion for preschool teachers (all@once). Then, we implemented the training and evaluated its impact on classroom teaching strategies. Methods This study presents the all@once training design and its implementation and evaluation during 2019. The cocreation process involved 8 parents, 9 preschool teachers and 9 health professionals (selected by a nonprobabilistic sampling system according to quotas) to design training from a holistic perspective. To evaluate the all@once impact in classroom practice, a pilot study was undertaken in four public schools in Barcelona (Spain). All@once was implemented with 16 volunteer teachers selected by convenience sampling and 328 children. A mixed methods approach was chosen to collect data based on direct nonparticipating naturalist systematic observations in June and October 2019. After qualitative data categorization, changes in health routines and actions at school were assessed by either contingency table analysis of frequency distributions or nonparametric comparisons of two related samples. Results The cocreation process provided training organized into online capsules with a holistic view of health in four main dimensions (nutrition, hygiene, physical activity and emotional health). Of these dimensions, the emotional health dimension comprised half of the training content. Pilot testing of the impact of all@once on classroom health-related activities evidenced an increase in the likelihood of observing fruit consumption by children, healthy habit promotion and hand washing. The most significant all@once-induced changes that we observed were related to teaching strategies concerning the emotional health dimension of the training. Conclusions This pilot study provides evidence of cocreation being a productive way to design training for preschool teachers regarding inclusive education in integral health. This approach collects the needs of the school community, provides training with a holistic concept of health and effectively impacts classroom routines and family health habits in the short term.
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Affiliation(s)
- Verónica Violant-Holz
- Department of Didactic and Educational Organization, Faculty of Education, Universitat de Barcelona, Barcelona, Spain.,International Observatory in Hospital Pedagogy, Universitat de Barcelona, Barcelona, Spain
| | - Carlota Rodríguez-Silva
- Department of Didactic and Educational Organization, Faculty of Education, Universitat de Barcelona, Barcelona, Spain
| | - María Carol
- Institute for Lifelong Learning Foundation (IL3-UB), Universitat de Barcelona, Barcelona, Spain.,Current address: Academic Area, Universitat Politècnica de Catalunya, Barcelona, Spain
| | - Manuel J Rodríguez
- Department Biomedical Sciences, Institute of Neurosciences, Faculty of Medicine and Health Sciences, Universitat de Barcelona, c/Casanova 143, E-08036, Barcelona, Spain. .,August Pi i Sunyer Biomedical Research Institute (IDIBAPS), Barcelona, Spain. .,Networked Biomedical Research Centre for Neurodegenerative Disorders (CIBERNED), Barcelona, Spain.
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18
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Koundourou C, Ioannou M, Stephanou C, Paparistodemou M, Katsigari T, Tsitsas G, Sotiropoulou K. Emotional Well-Being and Traditional Cypriot Easter Games: A Qualitative Analysis. Front Psychol 2021; 12:613173. [PMID: 34630192 PMCID: PMC8499803 DOI: 10.3389/fpsyg.2021.613173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2020] [Accepted: 08/09/2021] [Indexed: 11/13/2022] Open
Abstract
The aim of the current study is to examine the effect of the Traditional Easter Games of Cyprus on the emotional well-being of the participants. Data were collected using a qualitative analysis. It consisted of interviews from 51 participants aged 32-93 years old, and observations were made from audiovisual material of the Traditional Cypriot Easter Games being played by a sample of 20 children aged 6-14 years old and 43 adults aged 18-65 years old. Demographic data were collected by using interviews and analyzed using IBM SPSS program. The observations of the audiovisual material focused on the emotions of the participants and were grouped into prevailing and secondary emotions according to frequency and duration. The results indicate that games produce emotions such as joy, excitement, and euphoria. Emotions such as embarrassment, frustration, and anger were also observed occasionally, specifically in situations of competitiveness and defeat. In addition, the differences and similarities between adults and children were recorded. The findings of the present study extend previous work by demonstrating the positive impact of the traditional games on children's and adult's emotional well-being.
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Affiliation(s)
- Christiana Koundourou
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus
| | - Markella Ioannou
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus
| | - Chara Stephanou
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus
| | - Maria Paparistodemou
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus
| | - Theodora Katsigari
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus
| | - Georgios Tsitsas
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus
| | - Kyriaki Sotiropoulou
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus
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19
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The social and psychological health of children is associated with Mediterranean diet adherence items, cardiorespiratory fitness, and lifestyle. NUTR HOSP 2021; 38:954-960. [PMID: 34180242 DOI: 10.20960/nh.03629] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022] Open
Abstract
BACKGROUND Mediterranean diet (MD) adherence, physical activity (PA) patterns, and physical fitness are associated with physical, social, and psychological health in children. OBJECTIVE the purpose of this study was to determine the association of items of MD adherence, fitness components, and lifestyle with psychological and social health in Chilean schoolchildren. MATERIAL AND METHODS this cross-sectional study included 615 schoolchildren, both girls (n = 271, 11.7 ± 1.00 years old) and boys (n = 344, 11.8 ± 1.1 years old). Anthropometric parameters, fitness components, lifestyle, health-related quality of life (HRQoL), and self-esteem were measured. RESULTS HRQoL showed an association with cardiorespiratory fitness (β: 0.12, p < 0.001) and PA (β: 0.32, p = 0.023). Self-esteem was inversely associated with screen time (β: -1.35, p < 0.001). Moreover, social health presented a positive association with PA after school (β: 0.06, p = 0.037). In relation to MD adherence items, HRQoL was linked to the items "Takes a fruit or fruit juice every day" (β: 1.93, p = 0.004) and "Consumes fresh or cooked vegetables ˃ 1 time/day" (β: 1.12, p = 0.018). Self-esteem was associated to "Consumes a dairy product ˃ 1 time/day" (β: 3.30, p = 0.030). Social health was inversely related to "Eats at a fast food restaurant ≥ 1 time/week" (β: -0.26, p = 0.003) and positively to "Consumes pasta or rice almost every day" (β: 0.35, p = 0.049). CONCLUSION MD adherence items, fitness, and lifestyle were linked to psychological and social health, therefore it is necessary to develop preventive strategies for schoolchildren to change in a positive way these modifiable lifestyle behaviors.
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20
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Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5-6 Years: A Cross-Sectional Study. Behav Sci (Basel) 2021; 11:bs11070093. [PMID: 34206392 PMCID: PMC8301147 DOI: 10.3390/bs11070093] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 06/14/2021] [Accepted: 06/16/2021] [Indexed: 11/16/2022] Open
Abstract
Although childhood is a critical period of development during which all children begin a lifelong process of self-discovery that shapes their identities, few studies have focused on the self-concept and self-esteem of young, gifted children. This study recruited 108 gifted children aged 5–6 years from Greece and their preschool teachers to explore the relationships among cognitive ability, domain-specific self-concepts, and global self-esteem. The Pictorial Scale for Perceived Competence and Social Acceptance was used to assess the domain-specific self-concepts of the participants, whereas behavioral manifestations of self-esteem were rated by the children’s teachers using the Behavioral Academic Self-Esteem Scale. There were positive correlations among IQ, perceived scholastic competence, and global self-esteem. Hierarchical regression analysis indicated that significant predictors of global self-esteem were male gender, higher IQ, perceived scholastic competence, and perceived maternal acceptance. Additionally, there were gender differences in global self-esteem and perceived physical competence in favor of boys, whereas perceived maternal acceptance favored girls. This article discusses the need for practitioners working with gifted children to enact a comprehensive social–emotional learning curriculum in schools that promotes academic as well as personal and character strengths. Finally, the limitations of the study and suggestions for future research are also presented.
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21
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Wilson JM, Gheith RH, Lowery RP, Reber DD, Stefan MW, Koche LS, Rolnik BM, Ganz AB, Sharp MH. Non-traditional immersive seminar enhances learning by promoting greater physiological and psychological engagement compared to a traditional lecture format. Physiol Behav 2021; 238:113461. [PMID: 34000295 DOI: 10.1016/j.physbeh.2021.113461] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 05/10/2021] [Accepted: 05/11/2021] [Indexed: 10/21/2022]
Abstract
The purpose of this study was to determine the impact of an immersive seminar, which included moderate intensities of physical activity, on learning when compared to traditional lecture format. Twenty-six healthy participants were randomly divided into an immersive seminar or traditional lecture format group and presented material related to positive psychology and human values/beliefs over the course of two days. Physical activity was collected using a bio-harness while salivary cortisol and perceptual measures of well-being were collected over the two days. Performance on an examination related to course material was used to assess learning. Average time spent over 65% of max heart rate, energy expenditure, total bounds, mechanical and physiological load were significantly greater in the immersive seminar group when compared to traditional lecture group. In addition, cortisol levels and perceptual measures of mood, focus, energy, and well-being were significantly greater in the immersive seminar when compared to the traditional lecture format. Participants in the immersive seminar demonstrated significantly greater memory retention of course material 30-days post lecture when compared to the traditional lecture group. These findings support incorporating more physical activity and increasing arousal in order to enhance learning of lecture material.
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Affiliation(s)
- Jacob M Wilson
- Applied Science and Performance Institute, Tampa, FL, United States
| | - Raad H Gheith
- Applied Science and Performance Institute, Tampa, FL, United States.
| | - Ryan P Lowery
- Applied Science and Performance Institute, Tampa, FL, United States
| | - Dallen D Reber
- Applied Science and Performance Institute, Tampa, FL, United States
| | - Matthew W Stefan
- Applied Science and Performance Institute, Tampa, FL, United States
| | - Lisa S Koche
- Spectra Wellness Solutions Tampa, FL, United States
| | - Benjamin M Rolnik
- Department of Genetics, Stanford University School of Medicine, Stanford, CA, United States
| | - Ariel B Ganz
- Department of Genetics, Stanford University School of Medicine, Stanford, CA, United States
| | - Matthew H Sharp
- Applied Science and Performance Institute, Tampa, FL, United States
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22
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Chen CY, Chen IH, Pakpour AH, Lin CY, Griffiths MD. Internet-Related Behaviors and Psychological Distress Among Schoolchildren During the COVID-19 School Hiatus. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2021; 24:654-663. [PMID: 33877905 DOI: 10.1089/cyber.2020.0497] [Citation(s) in RCA: 50] [Impact Index Per Article: 16.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This study assessed the mediating roles of problematic gaming, problematic social media use, and problematic smartphone use in the associations between psychological distress and screen time use among primary school children during the school hiatus due to the outbreak of the novel coronavirus disease 2019 (COVID-19). Students (n = 2,026; mean [standard deviation] age = 10.71 years [1.07]; 1,011 [49.9 percent] girls) in Sichuan, China completed a cross-sectional online survey, and this study was approved by the ethics committee of the Hong Kong Polytechnic University (IRB ref: HSEARS20190718001). The Internet Gaming Disorder Scale-Short Form, Bergen Social Media Addiction Scale, and Smartphone Application-Based Addiction Scale were used to assess problematic gaming, social media use, and smartphone use. The Depression, Anxiety, Stress Scale-21 was used to assess distress, and an item rated on a 0-10 scale was included to assess fear of being infected by COVID-19. Fear of being infected by COVID-19 was assessed because this could be a confounding variable in the association between psychological distress and screen time use. Increased time spent on gaming, social media, and smartphones was associated with greater problematic gaming, problematic social media use, problematic smartphone use, and psychological distress, but was not associated with fear of COVID-19 infection. Mediation analyses showed that problematic gaming, problematic social media use, and problematic smartphone use were significant mediators in the association between psychological distress and increased time spent on Internet-related activities during the COVID-19 outbreak period. Children who had psychological distress during COVID-19 outbreak might have spent longer time on Internet-related activities due to the school hiatus and problematic use of Internet-related activities. Parents/caregivers are recommended to monitor their children's use of Internet while encouraging children to engage in positive activities to ease the concern of negative psychological responses during the COVID-19 pandemic.
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Affiliation(s)
- Chao-Ying Chen
- School of Physical Therapy and Graduate Institute of Rehabilitation Science, College of Medicine, Chang Gung University, Taoyuan, Taiwan.,Department of Rehabilitation Sciences, Faculty of Health and Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong
| | - I-Hua Chen
- College of Education Science, Minnan Normal University, Zhangzhou, China.,Fujian Key Laboratory of Applied Cognition & Personality, Fujian, China.,International College, Krirk University, Bangkok, Thailand
| | - Amir H Pakpour
- Department of Nursing, School of Health and Welfare, Jönköping University, Jönköping, Sweden.,Social Determinants of Health Research Center, Research Institute for Prevention of Noncommunicable Diseases, Qazvin University of Medical Sciences, Qazvin, Iran
| | - Chung-Ying Lin
- Department of Rehabilitation Sciences, Faculty of Health and Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong.,Institute of Allied Health Sciences, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan.,Department of Occupational Therapy, College of Medicine, National Cheng Kung University, Tainan, Taiwan.,Department of Public Health, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Mark D Griffiths
- International Gaming Research Unit, Psychology Department, Nottingham Trent University, Nottingham, United Kingdom
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23
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A systematic review and meta-analysis of psychological interventions to improve mental wellbeing. Nat Hum Behav 2021; 5:631-652. [PMID: 33875837 DOI: 10.1038/s41562-021-01093-w] [Citation(s) in RCA: 108] [Impact Index Per Article: 36.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2020] [Accepted: 03/05/2021] [Indexed: 12/20/2022]
Abstract
Our current understanding of the efficacy of psychological interventions in improving mental states of wellbeing is incomplete. This study aimed to overcome limitations of previous reviews by examining the efficacy of distinct types of psychological interventions, irrespective of their theoretical underpinning, and the impact of various moderators, in a unified systematic review and meta-analysis. Four-hundred-and-nineteen randomized controlled trials from clinical and non-clinical populations (n = 53,288) were identified for inclusion. Mindfulness-based and multi-component positive psychological interventions demonstrated the greatest efficacy in both clinical and non-clinical populations. Meta-analyses also found that singular positive psychological interventions, cognitive and behavioural therapy-based, acceptance and commitment therapy-based, and reminiscence interventions were impactful. Effect sizes were moderate at best, but differed according to target population and moderator, most notably intervention intensity. The evidence quality was generally low to moderate. While the evidence requires further advancement, the review provides insight into how psychological interventions can be designed to improve mental wellbeing.
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24
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Shoshani A, Braverman S, Meirow G. Video games and close relations: Attachment and empathy as predictors of children's and adolescents' video game social play and socio-emotional functioning. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2020.106578] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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25
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A Mixed‐Methodological Evaluation of a Subjective Well‐Being Intervention Program With Elementary‐Age Students. JOURNAL OF COUNSELING AND DEVELOPMENT 2020. [DOI: 10.1002/jcad.12314] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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26
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Hui ANN, Chow BWY, Chan ESM, Leung MT. Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children. Front Psychol 2020; 10:2899. [PMID: 32038350 PMCID: PMC6990431 DOI: 10.3389/fpsyg.2019.02899] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2019] [Accepted: 12/06/2019] [Indexed: 11/13/2022] Open
Abstract
This study aimed to investigate the learning effectiveness of reading picture books with EMPATHICS elements using dialogic reading techniques in enhancing young children's English language learning and creativity. EMPATHICS is an acronym of Emotion and Empathy, Meaning and Motivation, Perseverance, Agency and Autonomy, Time, Habits of Mind, Intelligences, Character Strengths, and Self Factors (Oxford, 2016). It adopted a quasi-experimental design, and 78 kindergarten children aged from 4 to 5 years old in a cluster group were randomly assigned to the experimental and control groups. Both groups read the same four picture books with their homeroom teachers, including two readers suggested in the curriculum and two picture books with enriched elements for 12 sessions over 8 weeks. A doubly multivariate analysis was used to measure the main time and group effects and the interaction effect on the performance of English receptive vocabulary, syntactic complexity, and verbal creativity of the two groups across three different times. There were significant differences only in the interactive effect on syntactic complexity. Children in the experimental condition gave responses with more complex syntactic structures. Significant time effects for receptive vocabulary, syntactic complexity, and verbal creativity were observed in all children. Reading enriched English texts better prepares children to creatively and effectively express themselves. This study extends previous research in two ways. First, this study is one of the few studies on the effectiveness of dialogic reading using EMPATHICS-enriched picture books among young language learners. Second, this study investigates the effects of dialogic teaching on English as a second language development in young children. The educational implications will be discussed.
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Affiliation(s)
- Anna N N Hui
- Department of Social and Behavioural Sciences, College of Liberal Arts and Social Sciences, City University of Hong Kong, Kowloon, Hong Kong
| | - Bonnie Wing-Yin Chow
- Department of Social and Behavioural Sciences, College of Liberal Arts and Social Sciences, City University of Hong Kong, Kowloon, Hong Kong
| | - Eva S M Chan
- Department of Social and Behavioural Sciences, College of Liberal Arts and Social Sciences, City University of Hong Kong, Kowloon, Hong Kong
| | - Man-Tak Leung
- Department of Chinese and Bilingual Studies, Faculty of Humanities, Hong Kong Polytechnic University, Kowloon, Hong Kong
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27
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Herrera L, Al-Lal M, Mohamed L. Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group. Front Psychol 2020; 10:3075. [PMID: 32038421 PMCID: PMC6987137 DOI: 10.3389/fpsyg.2019.03075] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Accepted: 12/28/2019] [Indexed: 11/13/2022] Open
Abstract
A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.
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Affiliation(s)
- Lucía Herrera
- Department of Developmental and Educational Psychology, University of Granada, Melilla, Spain
| | - Mohamed Al-Lal
- Early Childhood and Primary Education School "Pedro de Estopiñán", Melilla, Spain
| | - Laila Mohamed
- Department of Developmental and Educational Psychology, University of Granada, Melilla, Spain
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28
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Tang X, Li Y, Duan W, Mu W, Cheng X. Character Strengths Lead to Satisfactory Educational Outcomes Through Strength Use: A Longitudinal Analysis. Front Psychol 2019; 10:1829. [PMID: 31507473 PMCID: PMC6718633 DOI: 10.3389/fpsyg.2019.01829] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2019] [Accepted: 07/24/2019] [Indexed: 11/13/2022] Open
Abstract
Despite the flourishing of positive education, understanding of whether different character strengths have different predictive effects on academic achievement/well-being and the mechanisms of actions between character strengths are limited. Specifically, this study adopted strength use as a mediator to understand how character strength (assessed by caring, inquisitiveness, and self-control) is associated with students' end-of-year academic achievements and eudaimonic well-being. Survey data from 349 adolescents from three different schools showed that three factors of character strengths have positive correlations with academic achievements and eudaimonic well-being. Regression models indicated that inquisitiveness and self-control predicted academic achievements, while caring, inquisitiveness, and self-control predicted eudaimonic well-being, with the foremost as the strongest predictor. Mediation analyses indicated that (1) strengths use fully mediated the relationship between inquisitiveness, self-control, and academic achievements/eudaimonic well-being, while (2) caring had a direct effect on eudaimonic well-being. These findings provided possible explanations on how character strengths could affect students' academic achievements or eudaimonic well-being and theoretical and empirical evidence for practices that aim to enhance students' academic achievements and positive developments via interventions based on character strengths.
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Affiliation(s)
- Xiaoqing Tang
- School of Philosophy, Zhongnan University of Economics and Law, Wuhan, China
| | - Yumei Li
- School of Sociology, Wuhan University, Wuhan, China
| | - Wenjie Duan
- School of Social & Public Administration, East China University of Science and Technology, Shanghai, China.,School of Economics and Management, Xi'an Technological University, Xi'an, China
| | - Wenlong Mu
- School of Economics and Management, Wuhan University, Wuhan, China
| | - Xinfeng Cheng
- School of Economics and Management, Xi'an Technological University, Xi'an, China
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29
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Lee TSH, Hung CC, Lin CK, Chiang HH. Controlled randomized trial of walking exercise with positive education on cardiovascular fitness and happiness in retired older adults. Geriatr Gerontol Int 2019; 19:879-884. [PMID: 31286632 DOI: 10.1111/ggi.13733] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2019] [Revised: 05/22/2019] [Accepted: 06/15/2019] [Indexed: 12/01/2022]
Abstract
AIM Regular walking exercise (RWE) is associated with increased cardiovascular fitness and might elevate subjective psychological well-being. Positive education links positive psychology concepts with self-efficacy through the curriculum, which helps foster well-being. This study examines if regular walking exercise with positive education has better effects on cardiovascular fitness and happiness than RWE alone in retired older adults. METHODS Three arms of experimental design were used: pedometer walking exercise training (PWET); positive education and pedometer walking exercise training (PEPWET); and pedometer walking exercise (PWE). Trained walking exercise was provided to the PWET and PEPWET groups by a walking exercise coach three times per week, for 45 min per session for 12 weeks. Positive education was designed and led by a licensed PhD psychologist every other week. Of 150 participants, 60, 60 and 30 were randomly assigned to PWET, PEPWET and PWE, respectively. Demographic information, Chinese Happiness Inventory, RWE, and 6-min walking distance were assessed before and after the intervention. RESULTS The percentage of participants who practiced RWE after 12 weeks was significantly higher in the PEPWET group (96.7%), followed by the PWET (75%) and PWE groups (40%). Cardiovascular fitness in the PWET and PEPWET groups was significantly better than in the PWE group. Chinese Happiness Inventory scores in the PWET and PEPWET groups were significantly higher than in the PWE group, and the PEPWET group also showed significantly higher Chinese Happiness Inventory scores than the PWET group. CONCLUSIONS In addition to RWE, the study findings show that positive education can be beneficial to promote older adults' RWE, cardiovascular fitness and happiness. Geriatr Gerontol Int 2019; 19: 879-884.
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Affiliation(s)
- Tony Szu-Hsien Lee
- Department of Health Promotion and Health Education, National Taiwan Normal University, Taipei City, Taiwan
| | - Chia-Chun Hung
- Bali Psychiatric Center, Ministry of Health and Welfare, New Taipei City, Taiwan
| | - Chao-Kuang Lin
- Education Center for Humanities and Social Sciences, National Yang Ming University, Taipei, Taiwan
| | - Hui-Hsun Chiang
- School of Nursing, National Defense Medical Center, Taipei, Taiwan
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Shoshani A, Shwartz L. From Character Strengths to Children's Well-Being: Development and Validation of the Character Strengths Inventory for Elementary School Children. Front Psychol 2018; 9:2123. [PMID: 30450070 PMCID: PMC6224491 DOI: 10.3389/fpsyg.2018.02123] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2018] [Accepted: 10/15/2018] [Indexed: 12/03/2022] Open
Abstract
Although research on character strengths has flourished in recent years, the paucity of suitable quantitative instruments for the assessment of children’s character strengths limits the study of character development in childhood. The Character Strengths Inventory for Children (CSI-C) is a new self-report character inventory for children that was designed for easy administration directly to elementary school-aged children. The CSI-C provides an evaluation of 24 character strengths defined in Peterson and Seligman’s Values in Action Classification of Strengths. Data from two samples of 2,061 Israeli children aged 7–12 support the constructs of the instrument. Principal component analysis and confirmatory factor analysis of the 96 CSI-C items revealed preliminary evidence for a hierarchical structure with 24 lower factors nested within four higher-order latent factors: interpersonal, transcendence, intellectual, and temperance strengths. Children’s interpersonal and temperance strengths were negatively associated with mental health difficulties, and their temperance and transcendence strengths were positively associated with subjective well-being. The intellectual and temperance strengths were correlated with children’s school functioning and grit. The potential uses of the CSI-C in research and practice are discussed.
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Affiliation(s)
- Anat Shoshani
- Baruch Ivcher School of Psychology, Interdisciplinary Center Herzliya, Herzliya, Israel
| | - Lior Shwartz
- Baruch Ivcher School of Psychology, Interdisciplinary Center Herzliya, Herzliya, Israel
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